漢語寫作水平及英語寫作水平相關(guān)化的概述-模板(編輯修改稿)
2025-06-10 01:37 本頁面
【文章內(nèi)容簡介】 eak. Therelies very little obvious correlation among L1 writing proficiency and L2 writing proficiency. Thesedifferences may be a function of L2 Proficiency. The survey showed that the influence of native writingand reading skills on foreign language needs (20XX) put forward another different idea about the topic. His research found that there was akind of interdependence of language proficiency. He also admitted that interdependence and a”languagespecific” were two different kinds of evolution due to the data collection from the bilingualdevelopment of third and fifth grade students in Central Mexico. He insisted that it was vital to specifymore precisely in the process of bilingual research. That is to say, it is still not very clear how and whynative language proficiency and foreign language acquisition transfer and interdepend. ……… Previous Studies on Transfer of L1 Writing Proficiency on L2 Writing Proficiency Cummins (1983) proposed a new theory: ―mon underlying proficiency hypothesis “. It is a newtheoretical model about the bilingual research. He argued that possible transfer of cognitive/academic skillacross language takes place based on the manifestations of both L1 and L2. The theory stands that theforeign level of literacy and general academic skills is closely deeply influenced by the deep conceptualand linguistic proficiency of native reading skills. When adult ESL learners e to study a fo reignlanguage, they unconsciously employ the linguistic skills and proficiency of their native language to theunfamiliar language acquisition. Collier (1992) supplemented that leaners tend to employ linguisticproficiency and strategies that they have acquired from their native language to the second language eventhough the two languages have totally separate writing systems. Foreign language learners are conditionedto transfer the knowledge they mastered from a language to the other language as well as to maximize thelinguistic proficiency they have possessed. In the theory of mon underlying proficiency hypothesis,Cummins (1983) stated that crosslinguistic language proficiencies can motivate the progress ofcognitive/academic and linguistic
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